Introduction
A program evaluation was conducted for this doctoral project. The findings from the evaluation were used to produce an evaluation report. The final section of this project is a reflection on the project’s strengths, limitations, and how the problem may be
addressed differently. A discussion of scholarship, project development, and leadership follows. This section also includes what I learned about myself as a scholar, practitioner, and project developer. Finally, this section concludes with the potential impact that this project may have on social change as well as directions for future applications and research.
Project Strengths
The program evaluation project had several strengths. The most significant strength was that it addressed the need for an evaluation of the first year learning community. Since the program’s inception nearly 20 years ago, the program faculty members had not conducted a formal evaluation of the program. They have made
curricular changes to their respective instructional components and have revised some of the learning community program procedures when necessary. However, there is no document that delineates effective aspects of the program. The program faculty members have used anecdotal evidence when there was a need to discuss the learning community program in departmental meetings. With the numerous budget issues and more stringent accreditation process occurring in the California education system, a program evaluation
is a valuable artifact for the first year learning community. Documenting strengths of a program is also a way to establish campus based best practices (Suskie, 2009).
An additional strength of the program evaluation project was that it was an inclusive study. Inclusive evaluations include stakeholders who ordinarily may not have an active role in the evaluation process (Bledsoe & Graham, 2005). The first year learning community students had the opportunity to share their experience with the program, thereby contributing to the findings of the evaluation. Student inclusion was also factored into the evaluation recommendations in that some of the suggestions for improvement encompass active student involvement.
Recommendations for Remediation of Limitations
The limitations in addressing the problem were that the project had constraints on time and access to other data. In order to complete this project in a timely manner, restrictions on the amount of time that could be invested were made. A more robust evaluation could have been conducted if there was more time to complete the study or if the evaluation was an ongoing project. Restriction on data meant that students’
educational records such as transcripts could not be analyzed as part of the evaluation. The additional data collected would have better informed the findings and the
recommendations provided in the evaluation report.
Recommendation to Address Problem Differently
A summative evaluation method was used to address the guiding questions of this project. However, other methods of evaluation could have been used to assess the first year learning community if time and access to educational records were not limiting
factors. Using different evaluation methods may have identified additional program strengths or weaknesses and generated different recommendation in the evaluation report.
If time were not a limiting factor, longitudinal examination of the learning community could have been conducted. The project study could have evaluated the program over the course of 2 or more years. This type of evaluation would have allowed for a comparison of cohort groups and also captured perceptions of students while the experience and memories were still recent. In the current program evaluation, some of the student participants had completed the program in previous years and their recollection and perceptions of their experiences may not have been as accurate.
Another evaluation method that could have been used if time were not an issue was the case study method. An evaluation that used case study methodology would have allowed for rich contextual data to be collected. This technique may have involved multiple observations of students in the learning community English and counseling courses and observations of program students participating in the campus based activities. Case study methods may have included interviews with some of the students in the program. A program evaluation using a case study would have provided additional details about program processes that could have contributed to more specific ways to improve any areas for improvement identified in the findings.
A goal-based evaluation could have also been used to assess the first year learning community program if access to educational records were not limited. The current study could only use self-reported data such as GPA because of restrictions on access to student educational records. However, a goal-based evaluation would have enhanced this study
by examining trends in GPAs for program participants, credit hours completed, transfer rates, or graduation rates for program participants. These data could have provided statistical evidence of program effectiveness and could have identified strengths or weaknesses based on those data sets.
Scholarship
The custom of requiring doctoral students to be immersed into the world of scholarship has reaffirmed and increased my understanding and respect for the role of theory and research in the practice of education. My professional practice has been firmly anchored to the Walden vision of scholar-practitioners involved in creating positive social change based on ethical scholarship. The Online Merriam-Webster’s Dictionary (2014) defined scholarship as “the character, qualities, activity, or attainments of a scholar.” As I worked toward completing this culminating project, reflecting on my experiences and writing these final chapters have come to symbolize for me the end of a long awaited journey.
The process has also given me a sense that I am also preparing myself for a new beginning. I have waited a long time to be recognized for my interest in pursuing knowledge in a formal way and being admitted to the EdD program gave me the recognition that I have sought. I first entertained the notion of one day becoming a scholar during my senior year of high school after having an inspiring dialogue with my social science teacher, a man who himself earned a doctorate degree before committing his career to teaching in the public school system. Since that point in my life, each one of the degrees I have earned has been a step leading up to the doctoral degree. I was able to
finally pursue my goal and embark on my personal doctoral journey in January of 2009 when I was admitted to Walden University. Becoming part of the community of doctoral learners is not something that I take lightly. I believe that being an active part of the academic community includes being a critical consumer of research, practicing reflective teaching, and learning and producing quality writings. I have been pleasantly surprised to know that my personal goals and professional mission is in alignment with the goals and mission of the Richard W. Riley College of Education and Leadership
I am convinced that every aspect of the Higher Education and Adult Learning doctoral program was designed to help learners understand and appreciate the importance of scholarship and developing ourselves into scholar-practitioners. For me, every course provided learning activities that were challenging and provided opportunities for growth and development in all aspects of scholarship. The lessons I learned from these
experiences were invaluable because I learned that in order to prepare myself and perform well for the discussion modules, writing assignments, and other learning opportunities, I had to first start by organizing my resources and focusing my attention. Developing a plan of action and managing resources helped me to be prepared for any task that was presented. This really helped later on in the program when it was time for me to develop the prospectus and the project study.
Upon completion of the core coursework and artifacts of the EdD program, I was prepared to take on the challenges of the project study process. Walden University has given me the opportunity to develop and hone my research skills, increase my knowledge of online academic resources such as the library and research databases, and read in depth
about the newest research and best practices in the fields of higher education and adult learning. Having such an intellectually rich and stimulating experience allowed me to understand my own strengths as a developing scholar-practitioner. I also was given the opportunity to identify areas that needed improvement and the professional skills necessary to improve and develop a higher level of proficiency.
Project Development and Evaluation
This project began as an idea to evaluate a first year learning community program intended to assist students enrolled in developmental coursework at a community college. I wanted to study this topic because much of my work as a faculty member at a
community college involves working with students who need to complete remedial courses. As a faculty member who works with this student population, I have learned that these students are more likely to continue additional years beyond their initial
matriculation when they participate in student support programs such as learning communities. I wanted to examine the components of the learning community program that contributed to the success of these types of interventions.
The project development pathway was not as straightforward as I had envisioned the process to be at the start of my doctoral journey. The project development process was lengthier than I anticipated. I drafted this project idea with the assumption that I would be able to carry out the project at the community college I worked at. However, it became clear within the first few months of my project development that using my place of employment was not feasible and that I would encounter validity issues because I worked with many of the students enrolled in the developmental classes. I felt that I could
also be more objective and without bias evaluating a program at a different college. Thus, I selected another community college that had a well-established learning community program. However, selecting this community college site almost derailed my project development process due to the California budget crisis and the eminent lay-offs of program staff members. I lost precious time in the developing my project waiting for the crisis to resolve. It took 6 months before I realized that I needed to continue with the development process by approaching another institution about my project. Once I was able to secure a new site, I was able to move forward in the project development process.
Although I had a general idea of what I wanted to accomplish with my project at the start of the doctoral study, I had not developed the strategy of how to accomplish the task until I began working on the details. I realized that the details would be essential in the planning and design of the project study. The design process was initiated by the idea of incorporating student opinions. I knew that it was important to me to construct the project in a manner that was inclusive of the perceptions of program participants and the program faculty members. I felt that their insight would be a valuable part of the
evaluation process. As a program developer, I also wanted to design the project evaluation in such a way that it could be useful for the learning community faculty members in making program improvements. Through the drafting and rewriting process, I was finally able to refine my ideas for developing the project.
Leadership and Change
College administrators are responsible for ensuring student success through effective teaching, curriculum, programs, and services. Effectiveness in an educational
setting can be determined by using assessments and evaluations (Suskie, 2009). Individuals who are responsible for institutional evaluations are placed in a leadership role because they must act with integrity and report objectively despite any budgetary or stakeholders influence (Rubin & Babbie, 2012). Educators who participate in the
evaluation process not only assume a leadership role but also become agents of change. Leaders in the higher education environment understand the importance of program evaluations in the college accreditation process and of resource allocation. Ineffective programs lead to poor evaluations and potential defunding of those programs. Programs that are not corrected prior to the regional accreditation process are issued a warning to remediate or the college could receive a negative review (Accrediting Commission for Community and Junior College, 2013). Program evaluations are necessary for college leaders to make informed policy decisions for the campus.
My leadership abilities have been enhanced as a result of my doctoral process. During the course of my educational experience, I have had to identify a problem, engage in critical thinking, and potentially initiate the change process for a learning community program. I anticipate that I will be able to use my leadership skills by being an active participant in the change process as it relates to program evaluation on my campus. Because I have had the opportunity to practice these skills, I feel capable of being a leader in future evaluations needed in my academic department. I am also willing to assume a leadership role in assisting my colleagues in other departments to evaluate their programs.
Analysis of Self as Scholar
I have had almost 5 years to ponder the different dimensions of my development as a scholar practitioner. At times, I have doubted or at the very least questioned my trajectory. At other points of the process, I have been more than satisfied with my evolutionary journey to culmination. Walden University has allowed me the space to be challenged, nurtured, and supported within an atmosphere made up of peers and mentors. Because of the life enhancing opportunity that the Higher Education and Adult Learning doctoral program has afforded me, I believe that I have evolved into what I would call a multidisciplinary agent of change.
My bachelor’s degree was earned in the discipline of communication studies; I completed a master’s degree in the field of multicultural education and completed a second master’s degree in the discipline of social welfare. At Walden University, I was encouraged by my instructors to draw upon my previous education and all of the related professional experiences that I possess to inform my doctoral studies. The Higher Education and Adult Learning doctoral program experience has pushed me to grow as a teacher, counselor, and change agent. I have been able to build a solid intellectual foundation and applied research skills that will serve me well for the near future and beyond.
Upon graduation, I plan on moving forward and advancing my career as a community college educator. I have developed a much broader understanding of
curriculum and course development, program design and outcomes evaluation. I am now more confident in my leadership and management abilities. Because of this growth, I
intend on pursuing administrative assignments, initiating and participating in applied research projects, and participating in professionals conferences, writing and publishing in peer reviewed journals in my region, nationally, and one day internationally. These were activities that I was apprehensive about pursuing before enrolling in and completing the required courses and competency requirements for the EdD program. Because of the extensive training and preparation I have received, I am able to present my ideas based on the most current research available.
Analysis of Self as Practitioner
I am interested in improving the educational outcomes of community college students, particularly those who are underprepared for college, which makes them less likely to persist towards completion of their goals. As a practitioner, this evaluation project has informed my professional work as a community college faculty member who has taught for a learning community. The findings of this project helped me to understand which components should be emphasized in a learning community program. Although I learned from professional development activities that the social learning and support was an important aspect of the learning community, it was enlightening to read the responses from students of what they valued from the learning community and why. This program evaluation also helped me to understand that I should improve aspects in my nonlearning community classes that could facilitate cooperative learning.
Analysis of Self as Project Developer
This project provided me an opportunity to develop an idea from conception to fruition. Completing my project required synthesis of my research, writing, and
organizational skills. The development process also required an investment of time and commitment. Designing the project was initially a daunting task because the structure and direction depended on my efforts. This process helped me gain confidence in being able to develop a project and follow through. I was appreciative of my faculty chair who allowed me the time and space to grapple with my ideas until I was able to give them a viable structure. I learned that flexibility and patience were a necessity in allowing the project to evolve.
The Project’s Potential Impact on Social Change
The potential of this project to have a positive impact on social change in the local context is great. This project has added an additional published research document to the conversation on student success in public community colleges. Hearing the voices of students and the educators committed to serving them adds layers of breadth and depth that numbers alone cannot provide. The students participating in the First Year learning community program have provided an insider’s view of how the various program functions perform. However, this is not a one sided inquiry. This study also provided insight into how the learning community program counselor and instructor perceived the effectiveness of the program.
Improving academic support programs such as the First Year learning community has the potential to increase persistence, retention and graduation rates of at risk
community college students (Cooper, 2010). The economic and educational implications of this are profound. In the United States, individuals that graduate with a 2-year degree will earn more over the lifetime of their careers than individuals that do not earn a college
degree (Boroch et al., 2012). College degree attainment also has a positive impact on individuals, and families. Children of college graduates are more likely to complete post- secondary education programs (Moore & Shulock, 2009). This in turns helps create more potential leaders, which benefits society at the local, state, national, and international levels. Many of the career opportunities available in the ever evolving globally connected economy require a minimum of post high school vocational training or a two year degree or higher.
Implications, Applications, and Directions for Future Research
The results of this project study will be a valuable resource for the faculty
participating in the First Year program at Bay Community College. The report will serve as a model for future program evaluations that they will conduct. Statistical data have been readily available to faculty, but this evaluation provided them with an additional resource- the perceptions of the students that they serve. It also gave the faculty a chance to reflect on the program and to describe their experiences. The report gives the faculty another form of information that they can use in their discussions with the college administration and other stakeholders about the success and needs of the program.
Students seem to have had a positive opinion about the program, however they did offer some critiques of their own. The open-ended nature of qualitative research